In 2007 colleagues and I conducted a 42 participant study as part of a research school experiment on working memory and cognitive loading. We explored using music as a strategic intervention to alter working memory loads. The premise was music could aid in more effectual encoding to increase learning potential. As we learn extraneous or intrinsic cognitive load is invoked. Extraneous working memory loading is experienced by learners as they interact with instructional materials. Intrinsic cognitive load is the inherent level of difficulty associated with instructional materials (Chandler and Sweller 1991). More learning cues such as using pictures as well as words, learning with a song or even allowing student’s hands on instruction helps decrease this load. The more unnecessary information it takes to deliver your point the more extraneous cognitive load is produced. This is where a picture is worth a thousand words! (Ayres 2006) states that when intrinsic or extraneous cognitive load is high, working memory is overloaded and learning is adversely affected.

This process happens as we learn new skills that we later do with some automaticity such as driving, riding a bike, learning a musical instrument or even doing algebra. The forming of efficient categorization and schemas is called germane load (Paas et al 2003, Sweller et al 1998).

We considered that since music aids in efficient categorization perhaps learning and music together could decrease cognitive loading and increase germane ability by lightening the load. We tested this by having participants first listen to music designed to entrain concentration. According to (Doman 2007) entrainment can occur in as little as one minute. Music with specific timbres and rhythmic structure has demonstrated an increase in effectual category formation, (Ostrander1994, Rose1997) and can aid visual spatial perception, (Ruvenshteyn and Parrino, 2005) (Orel, 2006) Music is shown to aid in hemispheric transfer or communication between both halves of the brain (Taut et al 2005). We felt participants in the auditory condition would increase germane load and decrease extraneous load. The decrease in extraneous load is expected because of the neuronal changes evoked by entrainment (Pouliot 1998) (Carter and Russel 1992)

What were our findings? Approximately 50% of our participants immediately increased their ability to sustain cognitive load by 150%. The other 50% decreased in this ability however many of these reported greater clarity of thought later in the day and improved their testing scores considerably. The lesson we learned from this is that for music to be effective at least for ½ the population consistency is the key. Many individuals need a consolidation period where learning is categorized and music is internalized.

In fact, there are long term benefits of listening to music, notes Dan Levitin in This is Your Brain on Music.

“Music listening enhances or changes certain neural circuits, including the density of dendritic connections in the primary auditory cortex…The front portion of the corpus callosum—the mass of fibers connecting the two cerebral hemispheres—is significantly larger in musicians than non-musicians, and particularly for musicians who began their training early…Musicians tend to have larger cerebellums than non-musicians, and an increased concentration of grey matter…responsible for information processing.” In the end music is like exercise, starting later in life is better than not starting at all and may confer neuroprotective benefits…but that is another study!